THE SCIENTIFIC EXPERIENCE AS TEACHING REALITY

David Castro

Abstract


This article presents a study of the use of experiences from the natural and biological sciences in the classroom. The questioning of classical and traditional methods of teaching science, at the same time with the development of modern research in the psychology of learning and education, have led to revisions of the role of students and educators. The student is now seen as an active shaper of his own approach to knowledge and to the transformation of his daily experience into learning the physical and biological sciences. The teacher is treated as the critical intermediary between knowledge and the child and thus his role in the management of scientific experience is decisive but not transmissive. These issues are approached from different angles.

 

Article visualizations:

Hit counter


Keywords


scientific event, scientific experience, student representations of knowledge, teaching physical and biological sciences

Full Text:

PDF

References


Almeida, A., Lanca, C., & Goncalves, C. (2014). Concecoes e representacoes de criancas e de professores em formacao acerca dos animais: Das similaridades aos desafios colocados. In G. Portugal, A. I. Andrade, C. Tomaz, F. Martins, J. A. Costa, M. R. Migueis, R. Neves & R. M. Vieira. (Orgs.). Formacao inicial de professores e educadores: experiencias em contexto portugues (pp. 61-71). Aveiro: UA Editora.

Arun, Z. (2018). Questions sur la formation initiale des enseignants en didactique des sciences: une vision alternative. European Journal of Alternative Education Studies, 3(1), 44-53.

Boilevin, J.-M., & Ravanis, K. (2007). L’éducation scientifique et technologique à l’école obligatoire face à la désaffection: recherches en didactique, dispositifs et références. Skholê, HS(1), 5-11.

Brophy, J. (2006). History of research on classroom management. In C. M. Evertson & C. S. Weinstein (Eds.), Handbook of classroom management: Research, practice, and contemporary issues (pp. 17-43). Mahwah, NJ: Lawrence Erlbaum Associates.

Bouzazi, R. (2019). Conceptions de la respiration chez des élèves tunisiens du cycle préparatoire et du cycle secondaire de l’enseignement. Educational Journal of the University of Patras UNESCO Chair, 6(2), 114-126.

Castro, D. (2013). Light mental representations of 11-12 year old students. Journal of Social Science Research, 2(1), 35-39.

Castro, D. (2018). L’apprentissage de la propagation rectiligne de la lumière par les élèves de 10-11 ans. La comparaison de deux modèles d’enseignement. European Journal of Education Studies, 4(5), 1-10.

Czerniak, C. M., & Johnson, C. C. (2014). Interdisciplinary science teaching. In: S. K. Abell, & N. G. Lederman (Eds.), Handbook of research on science education (2nd Ed.) (pp. 395-411). London and New York: Routledge.

Delclaux, M., & Saltiel, E. (2013). Caractéristiques d’un enseignement des sciences fondé sur l’investigation et évaluation de dispositifs d’accompagnement des enseignants. Review of Science, Mathematics & ICT Education, 7(2), 35-51.

Dumas Carré, A. Weil-Barais, A. Ravanis, K., & Shourcheh, F. (2003). Interactions maître-élèves en cours d’activités scientifiques à l’école maternelle : approche comparative. Bulletin de Psychologie, 56(4), 493-508.

Fragkiadaki, G., & Ravanis, K. (2015). Preschool children’s mental representations of clouds. Journal of Baltic Science Education, 14(2), 267-274.

Fragkiadaki, G., & Ravanis, K. (2016). Genetic research methodology meets Early Childhood Science Education Research: a Cultural-Historical study of child’s scientific thinking development. Cultural-Historical Psychology, 12(3), 310-330.

Grigorovitch, A. (2015). La formation des ombres : représentations mentales des élevés de 7-9 ans. Educational Journal of the University of Patras UNESCO Chair, 2(2), 102-109.

Grigorovitch, A. (2016). L’approche des manuels scolaires: comprendre, créer, utiliser, discuter, évaluer. Educational Journal of the University of Patras UNESCO Chair, 3(1), 67-73.

Grigorovitch, A., & Nertivich, D. (2017). Représentations mentales des élevés de 10-12 ans sur la formation des ombres. European Journal of Education Studies, 3(5), 150-160.

Hoang, V. (2019). L’enseignement de la physique à partir des représentations : un projet collaboratif. European Journal of Education Studies, 6(9), 306-315.

Hong, M., & Kang, N.-H. (2010). South Korean and the us secondary school science teacher’s conceptions of creativity and teaching for creativity. International Journal of Science and Mathematics Education, 8(5), 821-843.

Jelinek, J. A. (2020). Children’s Astronomy. Shape of the earth, location of people on earth and the day/night cycle according to polish children between 5 and 8 years of age. Review of Science, Mathematics & ICT Education, 14(1), 69-87.

Kada, V. & Ravanis, K. (2016). Creating a simple electric circuit with children between the ages of five and six. South African Journal of Education, 36(2), 1-9.

Kaliampos, G. (2015). A small scale, qualitative study on exploring alternative conceptions of mechanics in students with autism. Educational Journal of the University of Patras UNESCO Chair, 2(2), 112-122.

Kocakülah, A. (2006). The effect of traditional teaching on primary, secondary and university students’ conceptual understanding of image formation and colours. Balikesir: Balikesir University.

Kokologiannaki, V., & Ravanis, K. (2013). Greek sixth graders mental representations of the mechanism of vision. New Educational Review, 33(3), 167-184.

Kriwas, S. (1994) Emotional, ethical and cognitive aspects of the environmental education of children and adolescents. Paper presented in the Conference about Environmental Education of the Department of Education/University of Thessaloniki.

Kumar, S., & Nertivich, D. (2019). Science in society awareness among Indian and Russian students: emotional aspects. European Journal of Social Sciences Studies, 4(2), 1-14.

Lau, J. Y. F. (2011). An introduction to critical thinking and creativity: think more, think better. New Jersey: John Willey & Sons Inc.

Linsin, M. (2013). The classroom management secret: And 45 other keys to a well-behaved class. San Diego, CA: JME Publishing.

Mabejane, M. R., & Ravanis, K. (2018). Linking teacher coursework training, pedagogies, methodologies and practice in schools for the undergraduate science education student teachers at the National University of Lesotho. European Journal of Alternative Education Studies, 3(2), 67-87.

Marzano, R., Marzano, J. S., & Pickering, D. J. (2003). Classroom management that works: Research-based strategies for every teacher. Alexandria, VA: Association for Supervision and Curriculum Development.

Nertivich, D. (2016). Représentations des élevés de 11-12 ans pour la formation des ombres et changement conceptuel. International Journal of Progressive Sciences and Technologies, 3(2), 103-107.

Ntalakoura, V., & Ravanis, K. (2014). Changing preschool children’s representations of light: a scratch based teaching approach. Journal of Baltic Science Education, 13(2), 191-200.

Ozdemir, P., Guneysu, S., & Tekkaya C. (2006). Enhancing learning through multiple intelligences. Journal of Biological Education, 40(3), 74-78.

Parisi, M. (1988). Niveaux d'organisation cognitive et perméabilité au conflit socio-cognitif. In A. N. Perret-Clermont & M. Nicolet (Eds.), Interagir et connaître (pp. 29-40). Fribourg: Delval.

Pekdağ, B. (2010). Alternative methods in learning chemistry: learning with animation, simulation, video and multimedia. Journal of Turkish Science Education, 7(2), 79-110.

Piaget, J. (1958). Assimilation et connaissance. In J. Piaget (Ed.), La lecture de l'expérience (pp. 49-107). Paris: PUF.

Ravanis, K. (1994). The discovery of elementary magnetic properties in pre-school age. A qualitative and quantitative research within a piagetian framework. European Early Childhood Education Research Journal, 2(2), 79-91.

Ravanis, K. (2005). Les Sciences Physiques à l’école maternelle: éléments théoriques d’un cadre sociocognitif pour la construction des connaissances et/ou le développement des activités didactiques. International Review of Education, 51(2/3), 201-218.

Ravanis, K. (2017). Early Childhood Science Education: state of the art and perspectives. Journal of Baltic Science Education, 16(3), 284-288.

Sotirova, E.-M. (2017). L’apprentissage en sciences expérimentales : la recherche et l’enseignement. European Journal of Education Studies, 3(12), 188-198.

Syuhendri, S. (2017). A learning process based on conceptual change approach to foster conceptual change in Newtonian mechanics. Journal of Baltic Science Education, 16(2), 228-240.

Vygotsky, L.-S. (1962). Thought and Language. Cambridge Ma.: MIT Press.




DOI: http://dx.doi.org/10.46827/ejae.v5i2.3252

Refbacks

  • There are currently no refbacks.


Copyright © 2015 - 2018. European Journal of Alternative Education Studies (ISSN 2501-5915) is a registered trademark of Open Access Publishing GroupAll rights reserved.

This journal is a serial publication uniquely identified by an International Standard Serial Number (ISSN) serial number certificate issued by Romanian National Library (Biblioteca Nationala a Romaniei). All the research works are uniquely identified by a CrossRef DOI digital object identifier supplied by indexing and repository platforms.

All the research works published on this journal are meeting the Open Access Publishing requirements and can be freely accessed, shared, modified, distributed and used in educational, commercial and non-commercial purposes under a Creative Commons Attribution 4.0 International License (CC BY 4.0).